No. 39 (2026)

• Editorial On recognition, rigour, and remaining ourselves

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Papers

• An intensive block approach to teaching academic skills through a discipline: the effect on student connections, experiences, and outcomes as students transition to HE

  Ruth L. Healey (Corresponding Author); Anthony D. Cliffe

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• Bridging academia and industry through curriculum partnerships

  Adelle Hulsmeier

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• Lecturers’ perceptions of ICT use in a South African private higher education Faculty of Education

  Shaylen Naidoo

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• Exploring student assessment literacy: how undergraduate students actualise and transform their assessment strategies

  Mohammed Bilal Nazir, Kate Johnson, John Greenhalgh, Louise Aston, Nici Pedley

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• Generation Z and digital learning: preference or assumption? A narrative synthesis of contemporary literature

  Rebecca Rylance-Graham (Corresponding Author); Nashwa Ismail

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• A study of e-learning motivation in Haryana, India: do gender and locality matter?

  Puja Saini (Corresponding Author); Asha Yadav

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• Exploring equity in education for sustainable development: integrating community-based learning and teaching

  Rehan Shah (Corresponding Author); Anne Preston, Stephanie Fuller, Elena Dimova

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• Access to assessment feedback through learning management systems: a case study of open and distributed learning in South African higher education

  Raudina M. Simelane

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• Bite-sized brilliance: mixed-methods approach of unwrapping the benefits of sandwich courses for Sport Science students

  Craig Strong; Ellie Nesbitt (Corresponding Author)

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• ‘It gave me something stable to stand on’: demystifying the academic publication process for doctoral candidates through inclusive pedagogies

  Paula Villegas; Lucy Hall (Corresponding Author)

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Case Studies

• Bridging worlds: a study of academic skills, cultural exchange, and integration in UK higher education

  Anthony D. Cliffe (Corresponding Author); Lin Chou

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• Fostering belonging and reflection: supporting continuation and degree success among foundation and year 0 students

  India Lawton

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• Mental health support service for mathematics and statistics students in Scotland

  Ainsley Miller

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• Designing a sensory room for post-secondary institutions

  Stephanie Quon (Corresponding Author); Sarah Low, Erica Nichols, Katherine Zheng

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• The EUIA scale for fostering learners’ AI competencies through assessment

  Mari Cruz Garcia Vallejo

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Opinion Pieces

• Navigating agentic AI: a call for reimagined academic literacies

  Octavio Murekian (Corresponding Author); Surabil Sudarshan

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• When AI writes the doctoral thesis: reclaiming the oral defence as a learning development intervention

  Valerie Storey

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• Streamline dissertation supervision using Padlet

  Anja Stumpf

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Letters

• Evolving frameworks for responsible and human-centred AI practice in higher education and beyond

  Lydia Bach; Ciorsdaidh Watts (Corresponding Author); Sarah Henry, Ana Basiri

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• Use of online discussion boards as a teaching and learning methodology in the postgraduate setting: a commentary

  Tanisha Burgher

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Reviews

• Criticality and things: the power of objects for learning development Kador, T. (2025). Object-based learning: Exploring museums and collections in education. UCL Press. ISBN 9781787354302

  Robyne Calvert

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• Student belonging: a complex yet accessible issue for higher education Ahn, M.Y., Venn, E., & Lowe, T. (Eds.). (2025). Student belonging in higher education: Perspectives and practice. Routledge. ISBN 9781032693279

  Evan Dickerson

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• Democratising research engagement: ambition, evidence, and the stubborn realities of stratified higher education Healey, M. (2025). The research-education nexus: Engaging students in research and inquiry. University of Westminster.

  Zeenar Salim

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• Beyond skills: reframing academic literacies and the cultivation of graduate identity Dennis, C., & Abbott, S. (2025). Excelling at university: Academic literacies and the development of graduate identity. Routledge. ISBN 9781032108896

  Zachery Spire

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